Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity
Blamires, M. and Peterson, A. 2014. Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity. Cambridge Journal of Education. 44 (2), pp. 147-162. https://doi.org/10.1080/0305764X.2013.860081
|Authors||Blamires, M. and Peterson, A.|
This article considers the role of constructions of creativity in the classroom and their consequences for learning and, in particular, for the assessment of creativity. Definitions of creativity are examined to identify key implications for supporting the development of children’s creativity within classroom. The implications of assessing creativity in order to aid its development within and across subjects are explored through the consideration of existing frameworks for assessing and supporting creativity. Enablers for creative teaching and learning are considered in order to propose a model of assessment and development for creativity.
|Keywords||Creativity; curriculum; assessment; professional development|
|Journal||Cambridge Journal of Education|
|Journal citation||44 (2), pp. 147-162|
|Publisher||Taylor & Francis|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/0305764X.2013.860081|
|11 Feb 2014|
|Publication process dates|
|Deposited||28 Oct 2013|
|Accepted||18 Oct 2013|
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